CHIWENDU NWAFOR

This Study examined the influence of digital learning apps on the academic performance of students in University of Benin. The widespread in adoption and use of digital technologies for teaching and learning informed the study, emphasizing the need to understand how digital learning apps impact academic performance as measured by grades, GPA and other indicators of academic success. The study was guided by four objectives: To identify the level of exposure of students at the University of Benin to digital learning apps, to determine the frequency of usage of
digital learning apps for academic purposes, to examine the influence of digital learning apps on the academic performance of University of Benin students, and to identify the challenges faced by University of Benin students while using digital learning apps. In terms of theoretical framework, the Constructivist Learning Theory and Diffusion of Innovation was adopted. Using a survey design, a sample size of 287 undergraduate full-time students was selected through stratified random sampling technique. Data were collected through structured questionnaires and analyzed using simple percentages and frequency tables. Findings revealed that there is a high level of digital learning apps awareness among University of Benin students. Digital learning apps was also found to significantly enhance students' retention and grades. However, challenges such as poor internet connection, high cost of data, digital distraction and little training on the use of digital learning apps were identified. The study concludes that digital learning apps positively influences students' academic performance despite certain obstacles. The researcher therefore recommends that the University should implement digital literacy programs that will help students learn how to effectively use digital learning apps, also call for the provision of free Internet (WiFi) within the University.

This Study examined the influence of digital learning apps on the academic performance of students in University of Benin. The widespread in adoption and use of digital technologies for teaching and learning informed the study, emphasizing the need to understand how digital learning apps impact academic performance as measured by grades, GPA and other indicators of academic success. The study was guided by four objectives: To identify the level of exposure of students of the University of Benin to digital learning apps, to determine the frequency of usage of digital learning apps for academic purposes, to examine the influence of digital learning apps on the academic performance of university of Benin students, and to identify the challenges faced by university of Benin students while using digital learning apps. In terms of theoretical framework, the Constructivist Learning Theory and Diffusion of Innovation was adopted. Using a survey design, a sample size of 287 undergraduate full-time students was selected through stratified random sampling technique. Data were collected through structured questionnaires and analysed using simple percentages and frequency tables. Findings revealed that there is a high level of digital learning apps awareness among university of Benin students. Digital learning apps was also found to significantly enhance students retention and grades. However, challenges such as poor internet connection, high cost of data, digital distraction and little training on the use of digital learning apps were identified. The study concludes that digital learning apps positively influences students academic performance despite certain obstacles. The researcher therefore recommends that the University should implement digital literacy programs that will help students learn how to effectively use digital learning apps, also call for the provision of free Internet (WiFi) within the University.